There has been a significant amout of work done in this area, not only in Scotland and the UK, but around the world. For example..
Andrew Churches, New Zealand teacher, author, keynote and workshop presenter and ICT enthusiast, has produced a significant volume of work on his wiki.
Ian Addison is a primary school teacher and ICT co-ordinator responsible for the ICT at St John the Baptist Primary School, Waltham Chase, Hampshire. Ian's site ICT Planning is one of many examples of ways to address the need for guidance on skills development and progression.
So the big question is.. With so much work already done internationally, why is it still not happening for us?
Possible solutions?...
Current work in progress involving creating a set of sustainable skills across the levels in CfE which form the basis for digital Literacy.
For example:
Information Literacy: Get; Manage
Save /retrieve
Access and use digital tools
Use web browser
Store information
Try out and explore
Share
Make sense of these skills within CfE
Use these key skills as a basis for:
staff development opportunities.
dialogue with IT dept for future client requirements.
planning for change..
etc....
So where do we go now?
Great discussion today Maggie so before I forget...here's the vision...
1. The interface has to be
Very simple to use
appealing
child friendly
teacher friendly
part of the teaching and learning process in the classroom; not just a planning tool for teachers
2. What should it look like?
Should start with 4 or 5 (no more) big buttons or doors that clearly state the areas that teachers must cover when developing ICT skills in the classroom
In my mind, these might be - communication / creating & designing / researching / using computers to learn / using text & graphics
when one of these big buttons is selected, a menu will appear that breaks the big category down into sub categories - ie behind the 'using text & graphics button there could be a menu that says - using photographs / making posters / word processing / painting etc
The teacher would use this list to consult with the children to discover which menu item could be used to enhance the eg interdisciplinary project. So the class might choose 'making poster' as a focus.
When the teacher clicks on this item, a list of 'I can..' statements for making posters appears and then underneath a few suggestions are made to lead the teacher and the children towards a few tried and trusted apps that can be used successfully in the classroom, such as Purple Mash or Comic Life.
3. Why would this work?
The key point to all of this is that the interface becomes a classroom tool, used by the teacher on the class IWB, to plan the 'how' of a project - a guide for both the teachers and the learners to give:
confidence that the right areas are being covered
the best apps are being used
the correct skills are being developed
support in every app that is suggested by ensuring training and infrastructure issues do not inhibit use
Fiona, Thanks for this. Re Thinking stick post.... I think I wrote that! All my dilemmas in one place, how useful!
A close look at ICT in ACfE E&Os
ACfE – ICT
WHY?
gain the confidence and skills to embrace and usetechnologies now and in the future, at home, at work and in the wider community
broaden my understanding of the role that information and communications technology (ICT) has in Scotland and in the global community
ICT to enhance learning EARLY I explore software and use what I learn to solve problems and present my ideas, thoughts, or information. TCH 0-03a EARLY I enjoy exploring and using technologies to communicate with others within and beyond my place of learning. TCH 0-04a EARLY I enjoy takingphotographs or recordingsound and images to represent my experiences and the world around me. TCH 0-04b FIRST & SECOND As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and accessinformation, I can apply what I learn in different situations. TCH 1-03a / TCH 2-03a FIRST I can access, retrieve and useinformation from electronic sources to support, enrich or extend learning in different contexts. TCH 1-03b SECOND Throughout all my learning, I can usesearch facilities of electronic sources to access and retrieveinformation, recognising the importance this has in my place of learning, at home and in the workplace. TCH 2-03b FIRST & SECOND I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts. TCH 1-04a / TCH 2-04a FIRST & SECOND I can create, capture and manipulatesounds, text and images to communicateexperiences, ideas and information in creative and engaging ways. TCH 1-04b / TCH 2-04b
Computing science contexts for developing technological skills and knowledge
FIRST & SECOND I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others. TCH 1-08a / TCH 2-08a EARLY & FIRST I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys. TCH 0-09a / TCH 1-09a SECOND Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive multimedia. TCH 2-09a
What skills are developed in the technologies?
curiosity and problem solving skills, a capacity to work with others and take initiative
planning and organisational skills in a range of contexts
creativity and innovation, for example though ICT and computer aided design and manufacturing approaches
skills in using tools, equipment, software and materials
skills in collaborating, leading and interacting with others
critical thinking through exploration and discovery within a range of learning contexts
discussion and debate
searching and retrieving information to inform thinking within diverse learning contexts
making connections between specialist skills developed within learning and skills for work
evaluating products, systems and services
presentation skills.
What does ICT mean within this framework?
ICT refers to forms of technology that are used to transmit, store, create, display, share or exchangeinformation by electronic means. This broad definition of ICT currently includes such technologies as media, telecommunications, and computer hardware and software; it also includes equipment and services associated with these technologies, such as videoconferencing, email and blogs.
All teachers, in all sectors, in all departments and in all settings, have opportunities to apply, reinforce and extend ICT skills within and across curriculum areas to equip children and young people with the learning and employability skills required for the 21st century.
Key words from E&Os
§CURIOSITY
§PROBLEM SOLVING
§PLAN
§ORGANISE
§BE CREATIVE
§INNOVATE
§USE TOOLS
§USE EQUIPMENT
§USE SOFTWARE
§USE MATERIALS
§COLLABORATE
§INTERACT
§EXPLORE
§PRESENT
§COMMUNICATE
§REPRESENT MY EXPERIENCES
§EXTEND & ENHANCE KNOWLEDGE
§FIND
§MANAGE INFORMATION
§ACCESS INFORMATION
§APPLY KNOWLEDGE
§RETRIEVE
§EXPLORE
§EXPERIMENT
§CAPTURE
§MANIPULATE
§TRANSMIT
§STORE
How do these words fit into discrete areas?
ICT TO LEARN
§SKILLS IN OTHER CURRICULUM AREAS SUCH AS LITERACY, LANGUAGES, MATHS, SCIENCE ETC USING PARTICULAR PIECES OF SOFTWEAR / WEBSITES FOR A SPECIFIC PURPOSE / EQUIPMENT
There has been a significant amout of work done in this area, not only in Scotland and the UK, but around the world. For example..Andrew Churches, New Zealand teacher, author, keynote and workshop presenter and ICT enthusiast, has produced a significant volume of work on his wiki.
Ian Addison is a primary school teacher and ICT co-ordinator responsible for the ICT at St John the Baptist Primary School, Waltham Chase, Hampshire. Ian's site ICT Planning is one of many examples of ways to address the need for guidance on skills development and progression.
Another example produced by Computing at School Working Group; Computer Science; A curriculum for Schools
So the big question is.. With so much work already done internationally, why is it still not happening for us?
Possible solutions?...
Current work in progress involving creating a set of sustainable skills across the levels in CfE which form the basis for digital Literacy.
For example:
Information Literacy: Get; Manage
Make sense of these skills within CfE
Use these key skills as a basis for:
So where do we go now?
Great discussion today Maggie so before I forget...here's the vision...
- 1. The interface has to be
- Very simple to use
- appealing
- child friendly
- teacher friendly
- part of the teaching and learning process in the classroom; not just a planning tool for teachers
2. What should it look like?- Should start with 4 or 5 (no more) big buttons or doors that clearly state the areas that teachers must cover when developing ICT skills in the classroom
- In my mind, these might be - communication / creating & designing / researching / using computers to learn / using text & graphics
- when one of these big buttons is selected, a menu will appear that breaks the big category down into sub categories - ie behind the 'using text & graphics button there could be a menu that says - using photographs / making posters / word processing / painting etc
- The teacher would use this list to consult with the children to discover which menu item could be used to enhance the eg interdisciplinary project. So the class might choose 'making poster' as a focus.
- When the teacher clicks on this item, a list of 'I can..' statements for making posters appears and then underneath a few suggestions are made to lead the teacher and the children towards a few tried and trusted apps that can be used successfully in the classroom, such as Purple Mash or Comic Life.
3. Why would this work?The key point to all of this is that the interface becomes a classroom tool, used by the teacher on the class IWB, to plan the 'how' of a project - a guide for both the teachers and the learners to give:
This link gives you the idea of the sort of thing I'm talking about:
http://www.ictplanning.co.uk
This is a brilliant blog post discussing the issue of skills - please have a look, the comments are particularly interesting.
http://www.thethinkingstick.com/really-its-my-job-to-teach-technology/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+TheThinkingStick+(The+Thinking+Stick)
I look forward to receiving your comments.
Fiona, Thanks for this. Re Thinking stick post.... I think I wrote that! All my dilemmas in one place, how useful!
A close look at ICT in ACfE E&Os
ACfE – ICT
WHY?
ICT to enhance learning
EARLY I explore software and use what I learn to solve problems and present my ideas, thoughts, or information.
TCH 0-03a
EARLY I enjoy exploring and using technologies to communicate with others within and beyond my place of learning.
TCH 0-04a
EARLY I enjoy taking photographs or recording sound and images to represent my experiences and the world around me.
TCH 0-04b
FIRST & SECOND As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations.
TCH 1-03a / TCH 2-03a
FIRST I can access, retrieve and use information from electronic sources to support, enrich or extend learning in different contexts.
TCH 1-03b
SECOND Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.
TCH 2-03b
FIRST & SECOND I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts.
TCH 1-04a / TCH 2-04a
FIRST & SECOND I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.
TCH 1-04b / TCH 2-04b
Computing science contexts for developing technological skills and knowledge
FIRST & SECOND I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others.
TCH 1-08a / TCH 2-08a
EARLY & FIRST I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.
TCH 0-09a / TCH 1-09a
SECOND Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive multimedia.
TCH 2-09a
What skills are developed in the technologies?
What does ICT mean within this framework?
ICT refers to forms of technology that are used to transmit, store, create, display, share or exchange information by electronic means. This broad definition of ICT currently includes such technologies as media, telecommunications, and computer hardware and software; it also includes equipment and services associated with these technologies, such as videoconferencing, email and blogs.
All teachers, in all sectors, in all departments and in all settings, have opportunities to apply, reinforce and extend ICT skills within and across curriculum areas to equip children and young people with the learning and employability skills required for the 21st century.
Key words from E&Os
How do these words fit into discrete areas?
ICT TO LEARN
- APPLY KNOWLEDGE
- ACCESS INFORMATION
- EXTEND & ENHANCE KNOWLEDGE
- EXPLORE
- INTERACT
- USE SOFTWARE
- USE TOOLS
- BE CREATIVE
- ORGANISE
- PROBLEM SOLVING
- CURIOSITY
WithCBEEBIES
ICT TO CREATE & DESIGN
- ØANIMATIONS
- ØGRAPHICS
- ØPHOTOGRAPHS
- ØMUSIC
I can…- ØMANIPULATE
- ØCAPTURE
- ØEXPERIMENT
- ØAPPLY KNOWLEDGE
- ØREPRESENT MY EXPERIENCES
- ØCOMMUNICATE
- ØPRESENT
- ØEXPLORE
- ØINTERACT
- ØCOLLABORATE
- ØUSE MATERIALS
- ØUSE SOFTWARE
- ØUSE EQUIPMENT
- ØUSE TOOLS
- ØINNOVATE
- ØBE CREATIVE
- ØORGANISE
- ØPLAN
- ØPROBLEM SOLVING
- ØCURIOSITY
With…ICT TO COMMUNICATE
ICT TO ORGANISE
- CHARTS
- DATABASES
- SPREADSHEETS
- MINDMAP
- I can…
- APPLY KNOWLEDGE
- ACCESS INFORMATION
- MANAGE INFORMATION
- FIND
- EXTEND & ENHANCE KNOWLEDGE
- REPRESENT MY EXPERIENCES
- COMMUNICATE
- PRESENT
- INTERACT
- USE MATERIALS
- USE SOFTWARE
- USE TOOLS
- ORGANISE
- PLAN
- PROBLEM SOLVING
- CURIOSITY
With…ICT TO RESERCH
- SEARCH ENGINES
- SAFETY
- WIKIS
I can…- EXPLORE
- RETRIEVE
- APPLY KNOWLEDGE
- ACCESS INFORMATION
- MANAGE INFORMATION
- FIND
- EXTEND & ENHANCE KNOWLEDGE
- COMMUNICATE
- EXPLORE
- COLLABORATE
- USE SOFTWARE
- USE TOOLS
- ORGANISE
- PLAN
- PROBLEM SOLVING
- CURIOSITY
With